Progress gnu nw»v..vr............
o A variety of cost-effective grant monitoring procedures were developed.
These included extensive telephone monitoring, reviews of annual per-
formance reports and other data, and on-site cross-program monitoring.
o All project directors were sent an update letter outlining an inter-
pretation of the meaning of "full financial need11* It emphasized that
Section 646.20 of the regulations requires an assurance from all funded
applicants that participants will receive sufficient financial assistance.
C. Costs, Benefits, and Effectiveness
Types of Benefits: Institutions of higher education provide remedial or
bi1ingual teaching9 guidance, or counseling services to students with an
educationally, culturally, or economically deprived background, or with a
physical handicap, or limited English-speaking ability*
Program Scope: In FY 1984, ED made 664 awards for an average award of
$101,348.Projects served 154,400 participants at an average Federal cost
per participant of $436» Total program awards were $67,294,974.
Program Effect 1 versess: The System Development Corporation conducted an
impact evaluation of the Special Services for Oisadvantaged Students Program
(SSDS). A follow-up survey, conducted in academic year 1982-83, attempted
to determine longer-term program impact *
The follow-up study, which Involved students who would normally be in their
fourth-year of college* reported the following findings (E.2):
o A fairly high proportion (almost 60 percent) of the freshmen included in
the 1979-80 study who responded were still enrolled in postsecondary
education three years later, and of those who persisted 86 percent were
o While not the only consideration, financial aid was an important factor
in determining whether the study participants were still enrolled or had
left school *
o Moderate levels of academic support services (tutoring, group instruction,
academic counseling) provided in a student1s freshman year were associated
.with longer enrollment, and with greater numbers of course units attempted
and completed, compared to the results for the students who received no
o Students who received moderate levels of services appear to have had
fewer academic deficiencies to overcome than those who received the full
range of services or more intensive services*
o Academic support services received after the freshman year were less
successful in improving long-term academic performance. Students who
needed post-freshman year services appear to have had the greatest learning
deficiencies and the least success In surmounting them.lifornia at Los Angeles, California, 1984.